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when I work with my students I always try to motivate them to participate in teaching and create knowledge.

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Motivation is something that need to come in an intrinsically way, especially with subjects like music. We can not force the motivation and even don't prize that motivation as, the child will do the things because of the prize without being conscious of the real importance of the content.
In music it is vital to learn it throw all our senses without forcing the process.

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If this was esl task - descriptive language and speaking would apply in a social setting and I would ask each student to interpret what they see a personal opinion. This is would be individualist , then peer to peer feedback and discussion to the aesthetic assessment. Also i think art is a personal perspective and therefore it will be a formative ungraded assessment for the sake of assessing the students understanding and perspective - this would social and situational linkage to Bloom would be at conceptual knowledge and teach approach would be procedural knowledge (guided).

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Bloom's Taxonomy classifies learning objectives into the categories of affective, cognitive and sensory domains. In Early Childhood Education, teachers focus on these same three domains. ... The wealth of stories and language encourages children to develop comprehension, make decisions, and other complex cognitive skills. Bloom realized that students should not be
compared and they should be helped to achieve the
goals of the curriculum being studied. educational objectives according
to their level of difficulty.

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Affective domain in EYE:

playing songs and rhymes that the students can relate to, to be able to link it to their emotions and learn.

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Remembering: when students learn different styles and approaches of writing (how to identify them and how to write them) - the conventions of writing.
Understanding: students understand why we approach different texts in different ways. They then connect each text with its purpose - why am I writing this text (or why has the author written this text) and what will the reader be left with after he or she has read the text.
Applying:

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For assessing we will have to observe our students and could give them a questionnaire to fill with their impressions, the way they respond to the piece of art. Students can also write about the piece of art and analyze what this piece of art represent  (we would be looking at how they describe, and what elements they identify). Are the students showing appreciation for the art displayed?

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Neeta: aesthetic Assessment(Key stage 3 computer science)

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Neeta: aesthetic Assessment(Key stage 3 computer science)

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This could be done based on the skill level of the students.
In my area of teaching which is purely technical, I set various benchmarks for various students and this goes very dynamic as the work of the student progresses.

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Bloom identified six levels within the cognitive domain, from the simple recall or recognition of facts, as the lowest level, through increasingly more complex and abstract mental levels, to the highest order which is classified as evaluation.

The affective domain is one of the three domains in Bloom's Taxonomy. It involves feelings, attitudes, and emotions. It includes the ways in which people deal with external and internal phenomenon emotionally, such as values, enthusiasms, and motivations.

We are also interested in students' attitudes toward science, scientists, learning science and specific science topics. We want to find teaching methods that encourage students and draw them in. Affective topics in educational literature include attitudes, motivation, communication styles, classroom management styles, learning styles, use of technology in the classroom and nonverbal communication. It is also important not to turn students off by subtle actions or communications that go straight to the affective domain and prevent students from becoming engaged.

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Especially up to middle school level teachers and children are emotionally attached, so that the teachers emotional statement mean more to the student's improvement.

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In my classes due to pandemic circumstance , positive reinforcement is a key factor to acknowledging the student efforts. In some classes we as teachers have fueled the motivation of the students by using extrinsic motivation ( prime example when teaching at the college, we would give the student a gift card to spend at the internal café or shop).These are the 2 methods i utilized with my adults students and according to Kolb's, knowles and Gibbs theories most adults are already intrinsically motivated to learn.

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Working with young kids, many teacher try to have extrinsic rewards to motivate their students such as extra free play time or actual prizes like pencils and stickers. What I have noticed though is that children are much happier and willing to learn with intrinsic motivation. For kids in KG there needs to be a balance of both. There are times when I have to use stickers as a reward for my students to keep them going but the end result of what they are doing comes from within.

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As a teacher of older grades, I have observed that my students work much better, and succeed, when the majority of their motivation comes from intrinsic motivation. With Extrinsic motivation as an additional extra at specific points.

I have also seen that whilst positive reinforcement works well, the older students occasionally require negative feedback on behaviour. This is because at 15+ the students know what they can and cannot do. They are just choosing to push boundaries to test if we will stick to the rules.

Assessing Art...
Im guessing at a school level, art teachers have certain techniques that should be used during the creation process of a piece of art.

I also think that if the piece is emotive/ draws emotions out of the viewer it must also be included in the marking rubric.

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Neeta: I have witnessed and experienced that extrinsic motivation works as a means of ransom for some kids . Especially the ones which have behavioral issues. They just get the things done for rewards and once they get their rewards, they ignore others and start being on their usual behavior. So, i feel for such students, intrinsic motivation is very important

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Neeta: I have witnessed and experienced that extrinsic motivation works as a means of ransom for some kids . Especially the ones which have behavioral issues. They just get the things done for rewards and once they get their rewards, they ignore others and start being on their usual behavior. So, i feel for such students, intrinsic motivation is very important

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As a special needs teacher, my classes are strongly connected with Skinner's theory of positive reinforcement to enhance the recurrence of desired behaviour of children. Not only students with special needs but also normal school children's expected behaviours cam be enhanced through the techniques of operant conditioning.